The effects of physics ranking tasks on student understanding of conceptual physics concepts

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorMattern, Danny Duaneen
dc.date.accessioned2013-06-25T18:39:04Z
dc.date.available2013-06-25T18:39:04Z
dc.date.issued2011en
dc.description.abstractIn this research physics ranking tasks were introduced to see if they could increase students' conceptual knowledge in general and calculus based physics courses. Assessments were given both pre and post in order to calculate a class's percent gain. Although students did not seem to enjoy or appreciate these types of tasks at the beginning, analysis of the percent gain did show a remarkable increase in the conceptual concepts that were assessed due to the physics ranking tasks.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/1806en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2011 by Danny Duane Matternen
dc.subject.lcshStudents--Rating ofen
dc.subject.lcshCalculusen
dc.subject.lcshPhysicsen
dc.titleThe effects of physics ranking tasks on student understanding of conceptual physics conceptsen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey1731167en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage44en

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